Rubric to Assess a PBL and Rubric 


Novice Apprentice Practitioner Expert 
TASK STATEMENT 
Authenticity  content and 
skills are 
connected 
to later use 
in school 
only 
 content or 
skills are 
somewhat 
connected to 
life outside of 
school 
 content and skills 
are clearly 
connected to life 
outside of school, 
such as the work 
world 
 content and skills of task are 
highly relevant by connecting to 
students lives right now 
Open-Ended  task has 
only one 
correct 
response 
 task allows 
limited room 
for different 
approaches 
 task allows for 
different 
approaches based 
on the same 
content/skills base 
 task allows students to choose 
different assessment measures 
for the task 
Complexity  task 
contains 
different 
skills, most 
lower order 
 task contains 
many 
different 
skills and 
content 
 task contains many 
different skills 
and content, 
including higher-
level thinking 
 task contains many different 
skills and content, including 
higher-level thinking 
 task contains opportunities for 
students to choose some of the 
skills and content 
Curricular  task is  task is clearly  task is clearly  all of Practitioner, plus task 
Connection loosely connected to connected to key incorporates NJCCCS 
connected key skills and skills and content Workplace Readiness 
to key skills content in in curriculum Standards in addition to 
and content curriculum  time frame and curricular standards 
in scope of task 
curriculum match time fra me 
and scope in the 
curriculum 

 2002, IDE Corp.-www.idecorp.com, All Rights Reserved. (201) 934 5005 


Novice Apprentice Practitioner Expert 
Rubric 
Areas 
(rows) 
 fewer than 3 
or more than 7 
areas; areas 
emphasize 
discrete, 
lower-order 
skills 
 3-7 areas that 
emphasize 
mostly 
discrete, 
lower-order 
skills with 
some more 
quality-based 
performance 
areas 
 3-7 areas that 
represent the scope 
of the performance 
 distinctly different 
skills are separated so 
as to be assessed 
independent of one 
another 
 3-7 areas that represent 
the total performance 
(mechanics, content, and 
quality) 
 distinctly different skills 
are separated so as to be 
assessed independent of 
one another 
Rubric  the criteria are  most areas  most of the areas  all areas contain objective 
Criteria subjective, are subjective contain objective descriptions 
leading to a  objective descriptions  mix of numerically 
greater chance descriptions  of these, most are quantifiable and descriptive 
RUBRICof the teacher 
and student 
assessing the 
are 
numerically 
quantifiable 
numerically 
quantifiable and some 
contain descriptive 
words leading to objective 
assessment 
 each level has a distinctly 
work objective words different level of 
differently performance 
Content and  rubric primarily  both  curricular content is  curricular content is clear 
Presentation assesses either curricular clear upon examination upon examination of the 
content or content and of the rubric rubric 
presentation presentation  both curricular  both curricular content and 
 content, if are assessed content and presentation are assessed 
assessed, is at  content is presentation are  the rubric challenges 
the lower-assessed at assessed students to perform at a 
order level the lower
 content is assessed at high level of academic 
order level both the lower-order achievement 
with some and higher-order 
higher-order levels 
expectations 

 2002, IDE Corp.-www.idecorp.com, All Rights Reserved. (201) 934 5005 


